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The Impact Of An Integrated Stem Collaborative Approach On Preservice Teachers’ Pedagogical Content Knowledge And Curricular Role Identity For Teaching Science, Qiuju Tian

Electronic Theses and Dissertations

The current study investigated the impact of an integrated STEM collaborative approach embedded in a science methods course on early childhood and elementary preservice teachers’ pedagogical content knowledge (PCK) and curricular role identity for teaching science, as well as the potential relationship between these two constructs. Participants were recruited from a group of preservice early childhood and elementary teacher candidates (N = 65) completing an undergraduate teacher education program at a university in the southeastern United States.

Using a mixed-methods design, the preservice teachers’ pedagogical content knowledge and curricular role identity were assessed using concept maps and a curricular …

Developing Mastery In Phonemic Awareness, Phonics, And Morphemic Awareness: A Multiple Case Study Of Preservice Early Childhood Educators, Ruth Facun-Granadozo

Electronic Theses and Dissertations

The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said concepts. One aim of the study was to investigate the preservice teachers’ description of their experiences as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Another aim was to examine how working for mastery of said concepts influenced their perceptions of preparedness …